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About This Video Library
Engaging With Literature: A Video Library, Grades 3-5
is a video library displaying teaching practices for grades
3-5 teachers working with literature in their language arts
curricula. The library consists of nine video programs, a print
guide, and this Web site.
You may choose to watch the video programs a via Video on Demand or purchase
videocassettes/DVDs and the print guide from our online catalog.
The guide is also available as a PDF through the project's
Support Materials page.
The print guide and Web site provide background and extensions
of the content in the video library, and give you ideas for
using the materials for various audiences and
purposes: professional development, curriculum planning,
preservice teacher education, or parent and community outreach.
I'd like to know:
More Details About This Library
The unscripted videos that you will view in this library series
feature. . .
- Grades 3-5 teachers in a variety of settings across the
country who are helping their students unlock short stories,
novels, poetry, and drama as their own.
- Students who are actively working to create their own
pictures of the story worlds they encounter in literature.
- Literary communities where each person is respected as
having a unique perspective to share.
- Active learners who are finding out how to rely on their
own aptitudes to become more involved readers, more effective
learners, and more thoughtful citizens.
This library was produced to give teachers a glimpse into classrooms
where their peers and students are engaging with literature
in all senses of the word. They are making predictions, following
hunches, using logic, recalling past experiences with life
and in literature — all in an effort to create a unique
and complex mental picture of the text. Dr.
Judith Langer, the Director of the National Research Center
on English Learning & Achievement, calls these pictures envisionments.
She first identified these processes of involved learning through
a decade of research throughout the country with students of
all ages.
About the Individual Clips in This Library
- Clip 1. Signposts
This clip introduces the teachers and classrooms that will
be a part of this library, and talks about the characteristics
that makes these classrooms secure places for learners
who are actively engaged with literature.
- Clip 2. Voices in the Conversation
In this clip, Katherine Bomer engages in a read-aloud with
her fifth- grade students in Austin, Texas, using this
as an opportunity to model how to think and how to talk
about literature. The Color of My Words, the story
of a young Central American writer, is the focus of their
attention.
- Clip 3. Starting Out
Jonathan Holden's fourth-grade class in Roxbury, Massachusetts,
is beginning to build the kind of literary community where
everyone is a respected member. In this clip, he helps
them start on this road by making personal connections
to poetry-reading it, writing it, and performing it.
- Clip 4. Responding to Literature
Rich Thompson's fourth-grade class in Hungry Horse, Montana
is the setting for a look at the conversations he and his
students are having as they work with Because of Winn-Dixie,
a young adult novel about change and adapting to change.
- Clip 5. Sharing the Text
A visit to BJ Namba's third grade class in Hawai`i begins
with a discussion of the ground rules for class discussion,
and follows the five book groups in this class as they
grow their understandings of several texts through discussion.
The groups work with Just Juice, The Pinballs, War With
Grandpa, The Great Gilly Hopkins, and Maniac Magee.
- Clip 6. Building Community
Latosha Rowley works with her multiage class of fourth-
and fifth-grade students in this clip, focusing their work
on the theme of Let Freedom Ring. Ms. Rowley's school,
the IPS Center for Inquiry in Indianapolis, is a language
arts magnet school, and the group is exploring this topic
in both social studies and language arts. The conversations
here show how successful this merging of disciplines can
be, giving students multiple points to connect their lives
and understandings to those in the text.
- Clip 7. Book Buddies
In this clip, students from Tim O'Keefe's third-grade class
join their fifth-grade Book Buddies for meaty conversations
about books, leading to increased understandings and more
vivid impressions of the literature with which they are
working. These students are part of the Center for Inquiry,
of which Mr. O'Keefe is a co-founder, located in Columbia,
South Carolina.
- Clip 8. Finding Common Ground
Building a strong literary community often begins with
small steps. In this clip, Bileni Teklu begins to build
such a community among her Marietta, Georgia fifth-grade
students by validating their voices through individual
conferences about their reading.
- Clip 9. Discussion Strategies
Students in Barry Hoonan's fifth-grade classroom on Bainbridge
Island, Washington take the lead in naming and demonstrating
strategies that have helped them engage fully in a discussion
centered on literature. These methods include the use of
sticky notes and story mapping.
Who Should View This Library
- Teachers-including those in preservice — and teacher educators
can use this library as:
- A professional development opportunity
- A way to reach out to families and the community at
back-to-school events and other PTA meetings.
- Curriculum planners can use this library to expand their
discussions of appropriate texts and learning experiences
for students.
- Administrators can use this library
- as a centerpiece for professional development sessions
for their peers or teachers
- to see this unique approach to learning in action as
they consider implementing language arts curricula in
their areas.
Educational Basis for This Library
Throughout this library series, active and engaging literary
education is promoted. In celebrating these practices, the
teachers you will see in this series have made these basic
assumptions about their work and their students' work:
- Good works of literature are an important part of every
language arts curricula. They can help students as they
learn to read, write, speak, and listen.
- Readers can purposefully interact with a variety of literature,
relying on what they know and what they have experienced,
and employing not only their logic but also their intuition
to make sense of a text.
- In this interaction, readers form unique and diverse
understandings that grow richer as they are shared with
their peers in a respectful classroom atmosphere. These
understandings are firmly rooted in the text.
- Through active engagement in a text, students develop
strong mental muscles of logic and analysis on which they
can rely throughout their academic career.
In doing so, the following NCTE/IRA
Standards for the English Language Arts are addressed:
- Standard 1. Students read a wide range of print and non-print
texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world;
to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
- Standard 2. Students read a wide range of literature
from many periods in many genres to build an understanding
of the many dimensions (e.g., philosophical, ethical, aesthetic)
of human experience.
- Standard 3. Students apply a wide range of strategies
to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions
with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
- Standard 4. Students adjust their use of spoken, written,
and visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences
and for different purposes.
- Standard 11. Students participate as knowledgeable, reflective,
creative, and critical members of a variety of literacy
communities.
About the Teachers Who Appear in the Clips
You will meet these teachers in this library series. To learn
more about them, read their professional
biographies in the Introduction of the PDF version of Engaging
With Literature: A Video Library, Grades 3-5 Guide.
- Katherine Bomer is an author and teacher, currently
teaching in Austin, Texas. Our video visit focuses on Katherine's
work with her fifth grade students at Pleasant
Hill Elementary. More than 80% of the 510 students
here are of Latin American or Mexican decent. About 70%
of the students are classified by Texas as "economically
disadvantaged," and more than 83% of the student body qualifies
for free lunches.
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Katherine Bomer's "Must-Reads"
Favorite Professional Books:
The Art of Teaching Writing (2nd ed.) by Lucy
McCormick Calkins. Heinemann.
The Art of Teaching Reading by Lucy McCormick
Calkins. Heinemann
Time for Meaning: Crafting Literate Lives in Middle
and High School by Randy Bomer. Heinemann.
Releasing the Imagination: Essays on Education,
the Arts, and Social Change by Maxine Greene. Jossey
Subtractive Schooling: U.S. Mexican Youth and the
Politics of Caring by Angela Venezuela. State University
of New York
Creating Classrooms for Authors and Inquirers
by Kathy Gnagey Short, Jerome C. Harste, Carolyn L.
Burke. Heinemann.
Pedagogy of Hope: Reliving Pedagogy of the Oppressed
by Paolo Friere, translated by Robert R. Barr. Continuum
Publishing Group
Favorite Chapter Books:
" . . . These were very powerful in my classroom
last year:"
The Color of My Words by Lynn Joseph.
The Circuit: Stories from the Life of a Migrant
Child by Francisco Jimenez.
Anything ever written by Sharon Creech.
Bud, Not Buddy by Christopher Paul Curtis.
The Watsons Go to Birmingham—1963 by Christopher
Paul Curtis.
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- Jonathan Holden teaches fourth grade in the Roxbury
neighborhood of Boston, Massachusetts. The urban school
where Mr. Holden currently teaches, Nathan Hale Elementary,
has 199 students, most of who are African American, Hispanic,
and Asian.
- Barry Hoonan works with the 5/6 cluster at Odyssey
School on Bainbridge Island, Washington, teaching all subjects,
but especially concerned with literature and writing, his
two passions. Odyssey, with 121 students, is an alternative
public school where families promise to volunteer between
five and ten hours a month at the school.
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Barry Hoonan's "Must-Reads"
Favorite Professional Books:
Creating Classrooms for Authors and Inquirers
by Kathy Gnagey Short, Jerome C. Harste, Carolyn L.
Burke. Heinemann.
"You Gotta BE the Book" Teaching Engaged and Reflective
Reading With Adolescents by Jeffrey D. Wilhelm.
Teachers College Press.
Literature Circles and Response by Bonnie Campbell
Hill (Editor), Nancy J. Johnson (Editor), Katherine
l Noe, Katherine S. Noe (Editor). Christopher-Gordon
Publishers
Favorite Picture Books:
Crow and Hawk: A Traditional Pueblo Indian Story
retold by Michael Rosen, illustrated by John Clementson
Baseball Saved Us by Ken Mochizuki, illustrated
by Dom Lee
Encounter by Jane Yolen, illustrated by David
Shannon
Fly Away Home by Eve Bunting, illustrated by
Ronald Himler
Smoky Night by Eve Bunting, illustrated by David
Diaz
John Henry by Julius Lester, illustrated by
Jerry Pinkney
The Bee Tree by Patricia Polacco
Favorite Read-Alouds:
Skellig by David Almond
Thunder Cave by Roland Smith
Crash by Jerry Spinelli
The Last Book in the Universe by Rodman Philbrick
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- BJ Namba teaches third grade students at Honolulu's
prestigious Punahou
School. The 3,700 students there reflect Hawai`i's
rainbow of ethnicities and cultural and socio-economic
diversities.
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BJ Namba's "Must-Reads"
Favorite Read -Aloud Books:
Crow Boy by Taro Yashima
Hooway for Wodney Wat by Helen Lester
The Table Where Rich People Sit by Byrd Baylor
Amos and Boris by William Steig
The Bracelet by Yoshiko Uchida
Pink and Say by Patricia Polacco
Thank You, Mr. Falker by Patricia Polacco
The Wednesday Surprise by Eve Bunting
Heroes by Ken Mochiguchi
Westlandia by Paul Fleishman
Wilfred Gordon McDonald Partridge by Mem Fox
The Hundred Dresses by Eleanor Estes
Favorite Books for Literature Circles:
Maniac Magee by Jerry Spinelli
The Great Gilly Hopkins by Katherine Paterson
The Pinballs by Betsy Byars
Bridge to Terabithia by Katherine Paterson
Because of Winn-Dixie by Katie DiCamillo
The War With Grandpa by Robert Kimmel Smith
Just Juice by Karen Hesse
Island of the Blue Dolphins by Scott O'Dell
Dear Mr. Henshaw by Beverly Cleary
A Wrinkle in Time by Madeleine L'Engle
Call It Courage by Armstrong Sperry
Sun and Spoon by Kevin Henkes
Professional Books for Literature Circles Information:
Creating Classrooms for Authors and Inquirers
by Kathy G. Short and Jerome Harste
Getting Started with Literature Circles by Katherine
L. Schlick Noe and Nancy J. Johnson
Grand Conversations: Literature Groups in Action
by Ralph Peterson and Maryann Eeds
Conversations: Strategies for Teaching, Learning,
and Evaluating by Regie Routman
Literature Circles: Voice and Choice in Book Clubs
and Reading Groups by Harvey Daniels
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- Tim O'Keefe is a teacher of the 2/3 cluster at
the Center
for Inquiry in Columbia, South Carolina - a school
he helped co-found. The Center for Inquiry's 132 students
are drawn from the Columbia area and enter the school through
an application and lottery process.
- Latosha Rowley, in her second career, taught the
fourth-fifth cluster at the Indianapolis Center for Inquiry
during our video visit. The
Center for Inquiry, founded by Jerry Harste, is a language
arts magnet school. It draws its nearly 300 students from
throughout the city.
- Bileni Teklu teaches fifth grade at Fair Oaks
Elementary in Marietta, Georgia. Almost 78% of the 582
students who attend Fair Oaks are eligible for the free
lunch program. The school population is highly transient:
typically, nearly 60% of the student population change
schools or classes in any given year.
- Rich Thompson teaches Grade 4 at Canyon Elementary
School in Hungry Horse, Montana. The school serves a remote
valley community about 10 miles from Glacier National Park,
from which it draws 150+ students each year.
About the Advisors Who Guided This Project
These dedicated educators and researchers guided this project.
You can learn more about them in the Introduction
of the PDF version of Engaging With Literature: A Video
Library, Grades 3-5 Guide.
- Judith Langer, Ph.D., is Distinguished Professor of Education at the University at Albany, State University of New York, and Director, National Research Center on English Learning & Achievement (CELA). Dr. Langer is the chief content advisor for this and other projects in this series.
- Dale Allender currently serves as the Associate Executive Director of the National Council of Teachers of English (NCTE).
- Arthur N. Applebee, Ph.D., is Professor in the School of Education, University at Albany, State University of New York, and (with Judith Langer) is Director of the federally sponsored National Research Center on English Learning and Achievement. (CELA).
- Corrine Falope has devoted over thirty years to teaching in the classroom. She currently serves as Social Studies Teacher Leader at Lynwood Elementary in New York's Guilderland Central School District.
- Cora Lee Five is a fifth-grade teacher at Edgewood School in Scarsdale, New York. She has been teaching in New York for over 20 years.
- James Flood, Ph.D., is professor of Reading and Literacy Development at San Diego State University's School of Teacher Education.
- Michele Anderson Goady is Reading Specialist for the Maryland State Department of Education and a Faculty Associate at The Johns Hopkins University.
- Taffy E. Raphael, Ph.D., is currently professor of Curriculum and Instruction at the University of Illinois-Chicago.
- Karen Smith, Ph.D., serves as Associate Professor of Curriculum and Instruction at the College of Education of Arizona State University, Tempe.
About the People Who Developed This Project
These people helped guide the production of the video, print, and online materials for Engaging With Literature: A Video Library, Grades 3-5.
Executive in Charge of Production
Gail Porter Long
Executive Producer
Carol Jackson
Content Development
Ann Chatterton Klimas
Producers
Darcy Corcoran
Christine Nusbaum
Writers
Darcy Corcoran
Lee Cohen Hare
Diane Harrison
Ann Chatterton Klimas
Christine Nusbaum
Editor
Velocity Pictures
Michael Fevang
Additional Editing
Kit & Kaboodle Productions
Neil Beller
Associate Producers
William Beustring
Tiffany Judkins
Maggie Stevens
Field Content Supervisor
Kathleen Rowlands
Assistant Producer
Ben Graff
Narrator
Elisabeth Noone
Program Participants
Katherine Bomer
Pleasant Hills Elementary School
Austin, Texas
Jonathan Holden
Nathan Hale Elementary School
Boston, Massachusetts
Barry Hoonan
Odyssey School
Bainbridge Island, Washington
BJ Namba
Punahou School
Honolulu, Hawaii
Tim O'Keefe
Center for Inquiry
Columbia, South Carolina
Latosha Rowley
Center for Inquiry
Indianapolis, Indiana
Bileni Teklu
Fair Oaks Elementary
Marietta, Georgia
Rich Thompson
Canyon Elementary School
Hungry Horse, Montana
National Advisory Panel
Dale Allender
Associate Executive Director, National Council of Teachers of English (NCTE)
Arthur Applebee, Ph.D.
National Research Center on English Learning and Achievement (CELA)
Corrine Falope
Social Studies Teacher Leader, Lynwood Elementary, Guilderland Central School District,
New York
Cora Lee Five
Grade 5 Teacher, Edgewood School, Scarsdale, New York
James Flood, Ph.D.
Professor, Reading and Literacy Development, School of Teacher Education, San Diego
State University
Michelle Anderson Goady
Reading Specialist, Maryland State Department of Education
Taffy E. Raphael, Ph.D.
Professor of Curriculum and Instruction, University of Illinois-Chicago
Karen Smith, Ph.D.
Associate Professor of Curriculum and Instruction, College of Education, Arizona State
University
Chief Content Advisor
Judith A. Langer, Ph.D.
National Research Center on English Learning and Achievement (CELA)
Opening Titles
Vizual Solutions
Primary Field Videographers
Frank Leung
Kim Moir
Tim Pugh
Marlene Rodman
Additional Field Videographers
Debbie Brown
Chip Nusbaum
David Oglevie
John Stephens
Lyle Sorenson
Field Sound
Wayne Bell
Jefree Bloomer
Eddie Calilao
Dan Casey
Peter Drowne
Mark Hollensteiner
Carlson Look
Jeff Meese
Henry Miller
Mike Piopriowski
Eric Reeves
Tim Rohrman
Bill Shamlian
Scott Stoltz
Keith Toombs
Post Production Sound
John Davidson
David Wainwright
Closed Captioning
Judi Mann
Robin Gautney
For MPT
Managing Director, Education
Christie Timms
Director of Business Affairs
Joan Foley
For Annenberg Media
Project Officer
Deborah A. Batiste
Online/Print Supporting Materials
Online Design
Bean Creative
Technical Support
David J. Tauriello, Online Producer, MPT
Chris Klimas, Associate Online Producer, MPT
Writers
Kathleen Dudden Rowlands
Ann Chatterton Klimas
Content Reviewer
Ben Graff
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